School engagement and academic success of students with an ...

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Master of Social Work Clinical Research Papers School of Social Work

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School engagement and academic success of students with an School engagement and academic success of students with an

EBD educational label: Perspectives among helping professionals EBD educational label: Perspectives among helping professionals

in schools in schools

Kristin Weeker St. Catherine University

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School engagement and academic success of students with an EBD educational

label: Perspectives among helping professionals in schools

by

Kristin Weeker, B.A.

MSW Clinical Research Paper

Presented to the Faulty of the School of Social Work

St. Catherine University and the University of S. Thomas St. Paul, Minnesota

in partial fulfillment of the Requirements of the Degree of Master of Social Work

Committee Members David Roseborough, Ph.D., LICSW

Tess Pease, LICSW Eve Herzog, LICSW

The Clinical Research Project is a graduation requirement for MSW students at St. Catherine University/University of St. Thomas School of Social Work in St. Paul, Minnesota and is conducted within a nine-month time frame to demonstrate facility with basic social research methods. Students must independently conceptualize a research problem, formulate a research design that is approved by a research committee and the university Institutional Review Board, implement the project, and publicly present the findings of the study. This project is neither a

Master’s thesis nor a dissertation.

SCHOOL SUCCESS IN EBD STUDENTS 2

Abstract

With less than half of students educationally labeled as having an Emotional or Behavioral Disorder (EBD) graduating from high school, this student demographic faces both lower graduation rates and higher dropout rates when compared to their peers. Previous research findings provide several theories for these students’ lack of academic success, including: their likely exposure to risk factors such as mental health concerns and living in poverty, challenges in building and maintaining positive social relationships with peers and school staff resulting in a higher likelihood for school disengagement and lack of belonging, and the tendency for these students to be taught in a more restrictive and sometimes punitive special education classroom, isolated and alienated from their peers. Conversely, previous research also offers evidence-based suggestions for promoting school engagement and fostering academic success in EBD students, including: highlighting the importance of positive relationships with school staff, the importance of providing a nurturing and supportive classroom environment, and the importance of providing adequate mental health services in schools. The purpose of this qualitative study was to determine how a sample of school social workers view and foster success with EBD students in the classroom, defined both in terms of school engagement and academic success, leading to high school graduation. Eight school social workers were interviewed on the topics of school engagement, academic success, classroom environment, and characteristics of an ideal EBD program. The findings of this study attribute school engagement, positive relationships with school staff, positive social contexts, adequate mental health services, a supportive and nurturing classroom environment, and school staff unity to the social and academic successes of EBD students. Additionally, the findings support the need for increased funding and resources for urban school districts, as they were found to have the greatest need and least amount of resources to foster social and academic success for EBD students.


Acknowledgments

This research project could not have been completed without many of the people that

guided and supported me through this process. I would first like to thank my family and friends,

especially my mom and my boyfriend Steve for their understanding and support, and for putting

up with my insecurities and stresses during the time that it took to complete this project. I would

also like to thank my research chair, David, for providing his consistent guidance, support and

positive outlook throughout the entire process. Thank you to my research committee, Eve and

Tess, for providing me with guidance and feedback based on their experience in working with

this student population. This research project would not be what it is today without all of you!


Table of Contents

Introduction………………………………………………………………………………………5

Literature Review………………………………………………………………………………...8

EBD Educational Label…………………………………………………………………..8

Risk Factors……………………………………………………………………………..11

The Role of Helping Professionals in Schools………………………………………….13

Current Special Education Structure……………………………………………………15

Theories of effective strategies fostering success with EBD students………………….18

Conceptual Framework…………………………………………………………………………21

Methodology……………………………………………………………………………………23

Research Design………………………………………………………………………...23

Population and Sample…………………………………………………………………24

Protection of Human Subjects………………………………………………………….24

Data Collection…………………………………………………………………………25

Data Analysis…………………………………………………………………………..25

Strengths and Limitations………………………………………………………………27

Findings………………………………………………………………………………………...29

Discussion……………………………………………………………………………………...39

References……………………………………………………………………………………...49

Appendicies…………………………………………………………………………………….52

Appendix A: Consent Form……………………………………………………………52

Appendix B: Interview Questions……………………………………………………...54


An Emotional or Behavioral Disorder (EBD) is defined by the Minnesota Department of

Education as an educational disability that requires special services for emotional or behavioral

supports to address a wide range of challenging and complex emotional or behavioral conditions

in school settings (Minnesota Department of Education, 2014). Students with an EBD

educational label can be further defined as having an inability to learn in classroom environments

not explained by cognitive or intellectual functioning, an inability to foster positive social

relationships, and an inability to express emotions and behaviors in a healthy or productive way

(Braaten, 2013). These individuals make up a student population with an overrepresentation of

students of color, students coming from low income or impoverished families, and students

living in households that fail to meet basic psychological needs. Additionally, many of these

students come from households with a history of neglect, abuse, or traumatic experiences, further

affecting their social, emotional, or psychological health. Children coming from homes such as

these are often times not psychologically ready to keep up with the academic and social demands

of the educational system (Abrams, 2005). Consequently, these students often come into schools

presenting with a wide array of problems including high levels of anxiety and depressive

symptoms, family deficits, heightened levels of aggression, and academic deficits (Hadjstylianos,

2014).

Due to the significant predisposing factors and environments experienced, these students

enter the educational system largely disadvantaged as compared to their peers. This, in turn,

places a burden on the educational system, questioning how to best meet these students’ needs in

order to foster universal student success. Recent legislation, such as the 2001 No Child Left

Behind Act and the 2004 Individuals with Disabilities Education Act (IDEA), have increased the

amount of pressure placed onto schools in terms of universal student success rates, and


narrowing what are sometimes referred to as achievement gaps. These and other related

legislation have placed pressure onto administration, teachers, and students, holding each

individual school accountable for the success of their students. This added pressure and

accountability placed onto schools to facilitate universal student success has increased the

importance of research in this area, and in particular, expanded the amount of research in the area

of facilitating the success of the particularly challenging demographic, students with an EBD

educational label.

Due to the complex problems and challenging behaviors presented, preparing teachers to

teach EBD students has been named one of the greatest challenges that the field of education

faces today (Owens & Dieker, 2003). EBD student programs place the largest burdens onto

schools in terms of finances, time, and staffing, as compared to any other special education

classification (Hadjstylianos, 2014). In 2009, students with an EBD educational label accounted

for the use of 252.8 million dollars in school budgets in the state of Minnesota (Minnesota Office

of the Legislative Auditor, 2013). With 16,511 students in that demographic in 2009, financial

expenses total $15,312 per student. Yet, despite these efforts, schools continue to lack the ability

to help these students reach success, with less than 50% of EBD students graduating from high

school (Braaten, 2013). Students with an EBD educational label also lead all other special

education labels in terms of course failure, with 13.6% of these students receiving failing grades

in almost all of their courses, and in terms of post-schooling employment, with less than half of

this student demographic successfully obtaining and maintaining employment within 5 years of

being in school (Braaten, 2013).

Current special education systems for students with an EBD educational label are not

always effective in leading these students to school success. School success can be defined


simply by academic success, high school graduation, and social success, exhibiting a level of

school engagement and a sense of belonging. Research on why these current systems are often

failing to meet these students’ needs blames the key philosophy of EBD systems in schools,

separating and alienating students from their peers (Hadjstylianos, 2014; Achilles, McLaughlin

& Croninger, 2007). Current EBD systems in schools tend to separate these students from their

peers early on in their education. Students with challenging behaviors are often taken out of the

mainstream classroom and placed into an EBD classroom with like students. This method has

been shown to further isolate these students, both socially and academically. Additionally,

Achilles, McLaughlin and Croninger (2007) discuss the high rate of suspension used with EBD

students and found the suspensions led to no improvement in these students’ emotional or

behavioral problems. Though much research exists on proposing effective strategies for dealing

with the complex emotional needs and challenging behaviors of EBD students in the classroom,

research is lacking on how to address the holistic needs of these students (Owen & Dieker,

2003). Thus, school administrators continue to struggle to answer the question: How can we

establish a universal and effective special education system for EBD students?

Although current special education systems in schools continue to fail in leading the

majority of EBD students to high school graduation, many students report feeling supported the

most by helping professionals in schools. Helping professionals in schools can include school

social workers, psychologists, counselors, teaching assistants, or anyone else listed as a service

provider on these students’ Individualized Education Plans (IEP). Wagner & Davis (2006) deem

the creation of positive relationships in schools as especially important for students with an EBD

educational label. In a study rating the effectiveness of EBD programs in schools, the schools

rated as most effective had the highest percentage of students feeling that they had at least one


supportive and positive relationship with a staff member in the school (Wagner & Davis, 2006).

The creation of positive relationships in schools has been shown to increase school engagement,

as well as create a foundation for social and academic success in school (Wagner & Davis,

2006). Therefore, the importance of positive relationships in schools is presumably especially

important for students with an EBD label, who face a significantly higher rate of high school

dropout, partly due to lack of school engagement. Efforts to increase the likelihood of forming

positive relationships in schools have been shown to boost the potential of social and academic

success in students with an EBD educational label (Wagner & Davis, 2006).

Helping professionals in schools tend to provide direct services to these students on a

daily basis, and tend to have a large amount of training and understanding on how to best deal

with these difficult and complex emotions and behaviors (Hadjstylianos, 2014). However, with

many helping professionals who continue to work inside of what can be an ineffective system,

research is lacking on how to best use the expertise of these helping professionals in order to

make the systematic changes to help these students succeed. The purpose of this research is to

better determine how school-based staff, in particular helping professionals in schools, foster

success in the classroom, particularly for EBD students, defined by both high school graduation

and a sense of school engagement and belonging. Sub-questions of this research take into

consideration the topics of academic success, school engagement and belonging, classroom

environment, other successes and challenges, and what a more ideal system would look like.

Literature Review

EBD Educational Label

The United States Department of Education provides a current definition of an Emotional

or Behavioral Disorder (EBD) in the Individuals with Disabilities Education Act (IDEA),


Section 300.8. This explanation of EBD defines the disorder as an inability to learn that cannot

be explained by cognitive or intellectual functioning, and an inability to build and maintain

positive social relationships (as cited in Braaten, 2013). This definition also acknowledges the

common presence of a persistent negative or depressed mood, inappropriate behaviors and

expressions of emotions, anxiety and somatic symptoms stemming from the fear and stress

present in school (Braaten, 2013). As seen in the definition, the EBD educational label

encompasses a broad range of academic, social, and mental health issues. With the large variety

of symptoms, emotions, and behaviors displayed in EBD students, the historical context

surrounding of the definition, criteria, and stigma of this label helps to shape how special

education systems in schools structure EBD programs in order to attempt to facilitate student

success.

As far back as 400 BC, there are records of advocates speaking out on the behalf of

individuals who display erratic emotions and maladaptive behaviors. Since then, there have been

a number of terms attempting to define such individuals, including mental illness, mentally

handicapped, psychopathology, demonic possession, emotionally disturbed, and behaviorally

disordered (Bullock & Gable, 2006). In 1988, the National Mental Health and Special Education

Coalition adopted the term Emotional and Behavioral Disorders to provide a uniform and

standard classification for individuals with inappropriate emotional expression and behaviors.

The history of the field of emotional and behavioral disorders records various theories and

attempts to create a special education system that most effectively intervenes to treat emotional

and behavioral deficits in children and adolescents in order to facilitate overall success as they

emerge into adulthood upon high school graduation (Bullock & Gable, 2006).


Hallmark examples of theories and attempts to create an effective special education

system for EBD students include the establishment of professional groups, the dissemination of

written reports offering strategies to use in the classroom, and federal legislation. In 1944, the

New York City Board of Education established 600 schools for disturbed and socially

maladjusted youth. A principal in one of these schools, Esther P. Rothman, wrote many articles

and books offering theories and interventions to use in the classroom with what were then

referred to as emotionally disturbed children (Bullock & Gable, 2006). These theories and

interventions offered by Rothman and other professionals in the field led to increased pressure

placed on the federal government to enact legislation to ensure that the special needs of these

students were taken into consideration and acted upon in the school special education system.

Important federal legislation affecting EBD students in the field of special education include the

1963 Mental Retardation Facilities Construction Act, the 1975 Education for all Handicapped

Children Act, and the 2004 Individuals with Disabilities Education Act (Bullock & Gable, 2006).

Though efforts to create an effective special education system for students with an EBD

label have been identified and recorded throughout the last two centuries, EBD students continue

to fall behind from their peers in terms of social and academic success. Students labeled with an

emotional or behavioral disorder have been shown to have the worst academic, behavioral, and

social outcomes as compared to any other student demographic (Sacks & Kern, 2007). This is

demonstrated by academics in the form of graduation rates, with less than 50% of EBD students

graduating from high school, and in terms of overall academic performance, with EBD students

achieving lower grades, failing more courses, scoring lower on standardized tests, and exhibiting

a higher rate of grade retention as compared to their peers (Sacks & Kern, 2007; Braaten, 2013).

Socially, these students struggle to build and maintain healthy social relationships, which can


lead to school disengagement, lack of school belonging, and school dropout. More than 50% of

students with an EBD educational label drop out of high school, and continue to exhibit poor

social and economic outcomes in terms of high unemployment rates, a low socioeconomic status,

and high rates of criminal activity (Kern, Hilt-Panahon & Sokol, 2009). Of all students with an

EBD educational label, 50% are arrested five years after leaving school, with 70% of EBD

student dropouts arrested five years after leaving school (Sacks & Kern, 2007). Furthermore,

with over half of all students with an EBD label failing to succeed academically and socially,

there is a need to continue to improve the special education system for this student demographic

in schools.

Risk Factors

Children and adolescents with an EBD educational label make up a student population

with an overrepresentation of individuals living in low income or impoverished households,

individuals living with one or more mental illnesses, and individuals with lower levels of

parental or familial support. Due to the high rate of comorbidity between EBD labels, poverty,

mental illness, and a low level of parent and familial support, it is not surprising that these

students have a hard time succeeding academically and socially, and that schools have a hard

time facilitating success in these student, as they come into schools with an array of predisposing

factors hindering success.

In 2012, there were a total of 658,249 families with 1,252,151 children in Minnesota. Of

those children, 46% were reported as living in a household with an annual income that is less

than the federal poverty threshold, with 32% of those living in a household with an annual

income that is 200% below the federal poverty level (National Center for Children in Poverty).

Living in poverty has been shown to increase financial strain and family stress, increase the


likelihood of substance abuse, and increase the likelihood of living in an abusive or neglectful

environment (Braaten, 2013). Subsequently, children and adolescents living in poverty are more

likely to be at risk for emotional and behavioral disorders, or other learning disorders (Braaten,

2013; Kutash & Duchnowski, 2004).

Another predisposing risk factor of developing and being labeled as EBD is the presence

of one or more mental illnesses. In the United States, it is estimated that one in five children has

a mental illness, and that 3-5% of children in the United States have a mental illness that

seriously impacts at least one main area of functioning (Kutash & Duchnowski, 2004). The

presence of mental illness is oftentimes comorbid with living in poverty, as each factor

conversely affects the other. Living in an impoverished, stressful, abusive, traumatic, or

neglectful household can affect the brain’s ability to manage stress, which can lead to mental

illness (Braaten, 2013). Children and adolescents exhibiting externalizing mental health

symptoms, such as aggression, conduct disorders, and delinquency, or internalizing mental

health symptoms, such as withdrawal and depression, are more likely to be educationally labeled

as EBD (Talbott & Fleming, 2003).

Poverty, mental illness, and EBD students are more common in urban areas as compared

to suburban or rural areas. Schools located in urban areas have large volumes of students living

in poverty and living with severe and complex mental illnesses, but tend to have access to a

smaller number of resources to assist students and their families (Talbott & Fleming, 2003). A

theme found in research on improving success rates of EBD students identifies lack of resources

and lack of adequate school-based therapy for mental illness as primary factors preventing

school success for these students (Braaten, 2013;Kutash & Duchnowski, 2004; Goodman, 2010).


It is important to note the high levels of comorbidity in the research between the identified risk

factors of poverty and mental illness, and emotional or behavioral disorders.

The Role of Helping Professionals in Schools

Helping professionals in schools can include school social workers, psychologists,

counselors, teaching assistants, or any service provider listed on a student’s Individualized

Education Plan (IEP). These helping professionals often possess a high case load and a daunting

list of daily tasks, and are responsible to fill many roles in order to help facilitate success in their

students. These roles can include individual and group counseling and therapy, scheduling,

testing, assessing and addressing, referral, and academic planning (Epstein & Van Voorhis,

2010; Hadjstylianos, 2013). Additionally, helping professionals in urban schools are often faced

with the largest case loads, but are provided with the smallest amount of resources, including

parent and administrator support, when working with special education students, including EBD

students (Talbott & Fleming, 2003). Thus, because of the large task lists, high case loads, and

high expectations that helping professionals in schools face, there is reported role confusion and

a lack of task completion, ultimately leading to limiting the potential of both the helping

professionals and the students that they help and support in schools.

Despite the high case loads and the reported lack of task completion, helping

professionals in schools are often highly valued and referred to as social change agents within

the school (Hadjstylianos, 2013). Many agree that these helping professionals possess a large and

valuable knowledge base on this student demographic, through both rigorous training and

schooling, and experience providing direct services with these students on a daily basis

(Hadjstylianos, 2013). Because of this, school administrators, parents, and students often


confront them while looking for additional support or answers to questions concerning this

complex group of students.

Current research suggests the importance of fostering student success using multiple

social contexts (Talbott & Fleming, 2003; Epstein & Van Voorhis, 2010; Hadjstylianos, 2013).

The existing research hypothesizes if helping professionals in schools dedicate more time to

community involvement, establishing effective partnerships in the community in order to further

support students and parents, then the number of students with serious academic and behavioral

problems would decrease (Epstein & Van Voorhis, 2010). After reviewing research in this area,

Epstein and Van Voorhis (2010) propose that helping professionals in schools should redirect

20% of their time towards establishing effective and equitable community partnerships to

provide multiple contexts of support for students and their parents/guardians in order to work

together with the same goal of fostering success in their students. In a qualitative study

interviewing nine helping professionals on the topic of effective strategies for students classified

with emotional or behavioral disorders, Hadjstylianos (2014) found a theme supporting an

increase in community involvement efforts in order to increase parent/guardian and student

participation in school. Talbott and Fleming (2003) echo this theme in the literature by inferring

the importance of multiple social contexts in promoting positive mental health outcomes for

urban youth. However, there is not complete agreement on the perceived importance of helping

professionals redirecting their time to provide additional community involvement and

networking for students and their parents/guardians. In a qualitative study interviewing helping

professionals in schools on perceived role importance, Agresta (2004) found that all helping

professionals interviewed (school social workers, school psychologists, and school counselors)

expressed that they did not want to make community involvement a priority, and preferred to use


individual and group counseling within the school as a primary mean of fostering student

success.

Regardless of the debate on increasing helping professionals’ time spent on community

involvement, research collectively agrees on the presence of high caseloads and task lists that

these helping professionals in schools face. In addition, research also collectively agrees that

helping professionals in schools possess a large and valuable knowledge base in working with

special education students, including EBD students. Thus, it is implied that helping professionals

in school have a heightened level of knowledge on the current successes and failures of the

special education system for EBD students, and may be able to contribute to the potential future

success of currently unsuccessful systems.

Current Special Education Structure

When a student is displaying a symptom or characteristic of a disability that is affecting

their learning, that student will be referred to the school’s special education staff, typically by a

parent or guardian, a teacher, or other school faculty. Once the referral is made, special education

staff work with school administrators, teachers, and the student’s parent or guardian to identify

whether the criteria for an educational disability is present, assess the student’s needs, and write

up an Individualized Education Plan (IEP) for the student. The special education process is set up

to accommodate the individualized needs of students with disabilities. However, for some

students, particularly students with an EBD educational label, this is not always the case. In the

1975 Individuals with Disabilities Education Act (IDEA), it is stated that students with

disabilities must be educated in the least restrictive environment. However for mild disabilities,

there is a widespread disagreement on what this looks like in schools in terms of interpretation

and implementation (Anderson, Kutash & Duchnowski, 2001). School administrators, teachers,


and helping professionals are continually asking the question of whether to mainstream EBD

students into general education settings or to place them in more restrictive special education

classrooms in order to better accommodate to individual specialized needs (Anderson, Kutash &

Duchnowski, 2001).

In a study describing the psychosocial characteristics of 158 urban youth with an EBD

label, Kutash and Duchnowski (2004) found that on average, the students were placed into the

special education system at age eight, third grade, and spent a total of 67% of their educational

careers in special education. Additionally, it was found that, on average, these urban EBD

students spent 72% of every school day in special education classrooms (Kutash & Duchnowski,

2004). One implication of these findings is that even though most parents or guardians of these

students first noticed EBD characteristics affecting their child’s learning at age 5, they were not

placed into the special education system until age 8, where at that point they had fallen

significantly behind academically compared to their peers (Kutash & Duchnowski, 2004).

Another implication that can be taken away from these findings is that these students spent over

two-thirds of every school day in restrictive special education classrooms, separated from their

peers and placed into a classroom with other children displaying the same maladaptive behaviors

as them. This leads back to the complex discussion on whether an inclusive, general education

classroom, or a restrictive, special education classroom best fits the needs of EBD students.

Research has reported that the current special education system for EBD students

facilitates school disengagement by the use of high levels of exclusion, and the tendency for

special education classrooms to possess a punitive, rather than nurturing, classroom environment

(Achilles, McLaughlin & Croninger, 2007; Sacks & Kern, 2007). Using preexisting data from

1,824 students ages seven to fourteen, Achilles, McLaughlin and Croninger (2007) identified


factors or predictors associated with the use of higher levels of exclusion. The use of higher

levels of exclusion includes using punishments such as suspension or expulsion as consequences

for problem behaviors. The use of these types of punishments has been associated with higher

stress levels, poor developmental outcomes, and gradual social disengagement (Achilles,

McLaughlin & Croninger, 2007). The findings showed that possessing an EBD educational

label, urban schooling, low socioeconomic status, being an African American male, and having

parents with low school satisfaction were associated with the use of high levels of exclusion

(Achilles, McLaughlin & Croninger, 2007).

Additionally, EBD students are often taught in the most restrictive environments, as

compared to general education students and students with other special education labels (Sacks

& Kern, 2007). These restrictive, punitive environments that enforce a zero tolerance policy in

order to help limit behaviors that are common in the EBD label, have been shown to result in a

gradual process of social disengagement, which has been shown to lower attendance and increase

the probability of academic failure, problem behavior, and high school dropout (Achilles,

McLaughlin & Croninger, 2007).

Regardless of conflicting opinions on whether to place students with an EBD educational

label in general education setting or special education setting, there is significant evidence that

EBD students continue to receive a disproportionate amount of high levels of exclusion, as

measured by suspension and expulsion rates, and continue to be placed into classrooms with a

punitive, zero tolerance policy for many externalizing behaviors that are common in the EBD

label (Achilles, McLaughlin & Croninger, 2007; Sacks & Kern, 2007). There is also evidence

that the use of these types of consequences for problem behaviors have negative effects on

school engagement, academic performance, and overall student success. Whether it is


determined that a general education classroom or special education classroom is most

accommodating for individualized student needs, the literature suggests that changes must be

made in both of these classroom environments in order to better facilitate student success.

Theories of Effective Strategies Fostering Student Success with EBD Students

In contrast to research identifying components of the current special education system

that are hindering school engagement and overall success, there is a body of research that

provides evidence-based suggestions that increase the likelihood of student engagement and

success for students with an EBD label. Current themes found in the research include providing

adequate mental health services in schools, providing an inclusive, supportive, and positive

learning environment for special education students, and highlighting the importance of the

student-teacher relationship for academic success as well as the need for an increased amount of

training for teachers (Owens & Dieker, 2003; Braaten, 2013; Goodman, 2010; Talbott &

Fleming, 2003; Farmer, Hamm, Petrin, Robertson, Murray, Meece & Brooks, 2010).

One theme found in the literature offering effective strategies to improve student

outcomes is the call for an increase in mental health services offered in schools. Braaten (2013)

reports that 11.8% of youth are currently receiving mental health services in an educational

setting. However, many youth that are in need are failing to receive mental health services. The

lack of mental health services being offered in school is especially relevant for the EBD student

population, as the presence of one or more mental illnesses has been identified as a risk factor for

obtaining an EBD educational label. Additionally, Hadjstylianos (2014) found a similar theme

emerge from her research on effective strategies for students with an EBD label. The helping

professionals interviewed in this study identified a lack of mental health services as a barrier for

EBD student success (Hadjstylianos, 2014). Kutash & Duchnowski (2004) offer the idea of


restructuring school systems so that they address these psychosocial barriers that students are

facing in order to improve student success rates.

Research also provides theories for creating an inclusive, positive and supporting

environment in order to facilitate student success. Owens & Dieker (2003) propose a classroom

model that addresses the holistic needs of EBD students. This model includes a gradual inclusion

method while transitioning from middle to high school; gradually weaning students in self

contained EBD classrooms into inclusive general education classrooms. This model focuses on

teaching self-advocacy skills in middle school in order to help students to acquire confidence and

independence before entering high school, where helping professionals generally have higher

caseloads and less individual time to devote to each student (Owens & Dieker, 2003). Other

suggestions available in the research for creating a classroom environment that facilitates and

supports school success include: positive instruction and proactive classroom management,

strengths based instruction, providing real world issues in curriculum, and providing a balance

between challenging and accommodating curriculum (Talbott & Fleming, 2003; Farmer et al,

2010; Owens & Dieker, 2003).

A final theme provided in literature on fostering EBD student success in the classroom

emphasizes the importance of the student-teacher relationship. As educators collectively spend a

large amount of time with their students, the student-teacher relationship becomes important in

improving student outcomes. While interviewing educators of EBD students and former EBD

students themselves, Braaten (2013) found that it is important for teachers not only to be the

provider of curriculum, but a supporter of the emotional and behavioral needs of their students.

Because of the heightened emotional and behavioral needs present in students with an EBD

label, this relationship becomes especially important for this student demographic. While


identifying characteristics of effective teachers for EBD students, Owens and Dieker (2003)

found that weaving student-centered connections into the curriculum increased levels of

perceived support and helped to improve overall student success. While asking helping

professionals about effective strategies while working with the EBD student population,

Hadjstylianos (2013) reported finding a theme relating to barriers of student success that

included the lack of understanding and support that teachers have while working with the EBD

population. Similarly, research suggests that increasing the amount of teacher training on the

topic of working with students with an EBD label would be beneficial for overall student success

(Goodman, 2010; Braaten, 2013; Hadjstylianos, 2013).

With less than half of EBD students graduating from high school, there are undoubtedly

changes that could be made in the special education system in the United States to increase

school success rates of this student population. However, with these students entering schools

with a number of predisposing risk factors, such as mental illness and poverty, a large burden

often becomes placed on the educational system, that can make the best practices to use with

these students unclear. However, many use the helping professionals in schools as a primary

knowledge base for this student population, as they spend much of their time attending trainings

and providing direct services to these students. Although research has come a long way in

providing evidence on practices that hinder or foster EBD student success, the special education

system as a whole continues to fail these students. Therefore, this research will attempt to

determine how helping professionals in schools facilitate school success in the classroom for

students with an EBD label, in terms of both leading students to high school graduation and

helping students achieve a sense of school engagement and belonging. This research took into


account the topics of academic success, classroom environment, school belonging, other

successes and challenges, and what a more ideal or effective system might look like.

Conceptual Framework

This study used Martin and Furr’s (2010) model for promoting school and classroom

engagement as the conceptual framework, as described in their article entitled, “Promoting

Classroom Engagement.” This conceptual framework was used as a lens while analyzing the data

of this research project. Mary Martin and Maureen Furr collaborated to create an experience-

based framework that offers assessment tools and strategies to implement to improve student

engagement in a classroom, as they both have a professional background in the education

system. This framework was designed for use in general education classrooms, but is applicable

to special education environments, as it offers both an assessment tool and strategies that can be

implemented in any type of classroom environment.

School engagement is vital for a student’s academic success. If a student becomes

disengaged in the classroom, it will make academic success much harder to attain. Furthermore,

school and classroom engagement are key to the attainment and retention of all knowledge

presented in the classroom. Because of the high level of importance placed on school and

classroom engagement, Martin and Furr (2010) constructed a model from which to base

classroom instruction on, focusing solely on the level of student engagement in each classroom.

This model places the responsibility of monitoring each classroom’s student engagement level on

the principal and related professionals in each school. Martin and Furr’s (2010) model of

promoting classroom engagement includes a definition of the term classroom engagement,

speaks to the importance of classroom engagement and offers strategies to ensure a higher level

of student engagement in any classroom.


A healthy environment for optimal classroom engagement includes a supportive, positive

classroom culture in which students are not fearful of failing, and have the ability to take

academic risks while feeling safe as learners, without the threat of academic consequences. This

type of classroom culture is able to occur when teachers take on a facilitative role, rather than a

purely directive and instructive role (Martin & Furr, 2010). Producing a healthy environment for

optimal classroom engagement includes tailoring the curriculum to reflect real world examples,

in order to facilitate student attention on the material. Martin and Furr (2010) suggest that it is

not the student’s fault they become disengaged, rather it is the teacher’s responsibility to ensure

that each student stays engaged by presenting the curriculum in a way that fits different student

needs. Curriculum rigor should be kept at a level where each student feels challenged but not

frustrated, in order to stay within the zone of proximal development for students at different

ability levels. Finally, curriculum should reflect the development of independence in all students,

in order to best prepare them with the level of independence and number of life skills needed to

succeed later in life (Martin & Furr, 2010). In addition to providing strategies promoting

classroom engagement, this model includes a five-step action plan for principals and related

school staff to monitor each classroom’s engagement levels. This action plan aims: 1) to help

teachers arrive at a common understanding of what student engagement looks like, 2) monitor

classrooms and provide teachers with specific feedback, 3) provide teachers and school staff with

specific examples of classroom engagement or disengagement and the reasoning behind it, 4)

suggest strategies and 5) implement effective and purposeful instructional planning (Martin &

Furr, 2010).

Martin and Furr’s (2010) model of promoting classroom engagement provides school

staff insight into the importance of school engagement on a student’s academic success and


future life projections, as well as specific strategies to implement to ensure a higher level of

student engagement. As previously stated in the literature review, school disengagement is

especially common in students with an EBD educational label. These students are at a higher risk

of school disengagement as compared to their peers, based on their higher scores on the school

disengagement warning index, indicated by number of school absences, course failure, low GPA,

and high suspension rates (Henry, Knight & Thornberry, 2011). Therefore, it is especially

important that individuals teaching EBD students follow these evidence-based guidelines in

order to increase their students’ school engagement levels. While analyzing the data in this study,

a comparison was made between individual student success stories, as relayed by staff

interviewed, and perceptions of overall student success rates, with the classroom environment,

class engagement levels, and instructional techniques used to facilitate school engagement in

these students. Inversely, contrasts were also made between individual student dropout stories

and overall student school dropout rates, with the classroom environment, class engagement

levels, and instructional techniques used with these students

Methodology

Research Design

The research design for this project is qualitative. Though much research exists providing

theories for effective special education systems for students with an EBD educational label, the

current system remains inadequate in terms of facilitating school engagement and academic

success in this student demographic, as evidenced by the disproportionate high school dropout

and graduation rates. Conversely, there is a body of research suggesting the importance of

helping professionals in schools, as they are highly trained and tend to provide the largest

amount of direct services with this student demographic. Thus, the intent of this research is to


utilize the expertise of helping professionals to supplement the knowledge base of existing

effective strategies in the literature, with a specific regard to facilitating school engagement and

academic success in students with an EBD classification. To do this, helping professionals had

an opportunity to voice their professional, experience-based opinions while drawing from their

real life experiences.

Population and Sample

The sample of this study entirely consisted of school social workers. One criterion of the

sample was the requirement of having at least one year of experience working with the EBD

student population in schools. This requirement was established based on the assumption that a

baseline of one year of experience is needed to provide the study with quality data. Sampling

methods included purposive snowball sampling in urban and suburban areas in Minnesota.

One-on-one interviews were conducted with each school social worker. The interviews

were audio recorded using a digital recording device, and later transcribed by the researcher. The

interviews were semi-structured, including demographic information and ten predetermined

questions, leaving room for elaboration on each question. The questions were on the topics of

school engagement, academic success, effective strategies, successes and challenges, and what a

more ideal special education system for EBD students might look like. All questions asked the

school social workers to draw on personal experiences in educational settings as well as

professional training and education.

Protection of Human Participants

Using a template provided by the University of St. Thomas, a consent form was created

to fit the needs of this individual research project (see Appendix A). This form included an

explanation of the research project, the research question, procedures for the one-on-one


interviews, confidentiality, and the voluntary nature of the research project. It also included the

contact information of the researcher, in case any questions regarding the researcher or the

research project came up. Additionally, the research chair of this project, Dr. David

Roseborough, reviewed the consent forms before the research begins. Prior to each interview,

both the researcher and the interviewee reviewed, signed and dated the consent form. Prior to the

audio recording, the interviewees were reminded of the voluntary nature of the study, as well as

any possible risks associated with their involvement.

A copy of the consent form was provided to each interviewee, and the researcher will

keep the signed consent forms for a period of six months after the completion of the research

project. Upon the completion of each interview, the researcher transcribed the interview, and the

audio recordings will be destroyed within six months after the completion of the research project.

All transcripts, audio recordings and field notes were kept with the signed consent forms in a

locked desk drawer located in the researcher’s home office. Any particularly identifying

information was omitted from transcripts, field notes, and the written report in order to further

ensure confidentiality. As this research project is both confidential and voluntary, there were

many opportunities to decline answering any of the interview questions during each interview.

These opportunities included both verbal reminders and giving attention to the interviewee’s

body language and level of comfort during the interview.

All interviewees had choice of location for the interviews to be held. The interviews were

either be held in the school building, or in a more neutral environment, such as a private room at

a coffee shop. For either choice, the researcher ensured privacy by monitoring the surroundings

prior to the start of the interview.

Data Collection


All interviews were one-on-one, audio taped, and later transcribed by the researcher.

Each interview consisted of the collection of demographic information, and ten semi-structured,

predetermined questions. Each of the questions was designed to be neutral and open-ended and

allow room for elaboration, in order to best draw out the different perspectives and experiences

of each interviewee. Personal demographic information included each interviewee’s age, race

and gender in order to give insight into themes in data that may emerge based on these

differences. Professional demographic information gathered included the number of years of

experience working with EBD students, the ages of these students, the types of direct services, if

any, they have provided to these students, and information on the school environments that they

have worked in. The remaining questions asked about how the approximate rates of high school

graduation, school dropout, attendance, and use of exclusionary measures compare between the

students that they work with who have an EBD educational label and those students’ peers. The

researcher also asked about attributions to academic success or failure and characteristics of the

current EBD system in their schools. In addition, the interviewee’s opinions on levels of school

engagement, the facilitation of school engagement, the use of multiple social contexts, the

importance of mental health services provided in schools and the importance of the

student/teacher relationship were recorded. Lastly, the interviews sought to capture perspectives

on how to best place students in the least restrictive environment, and how to alter classroom

environments in order to best facilitate both academic success and school engagement in this

student demographic.

Data Analysis

This research project used both deductive and inductive approaches while analyzing the

data provided in the interviews. Findings in the literature show that there is a current problem


with the special education system in regard to students with an EBD educational label, as evident

in low high school graduation rates and high dropout rates, as compared to their peers (Braaten,

2013; Kern, Hilt-Panahon & Sokol, 2009; Sacks & Kern, 2007). The literature also presents the

pattern of how high levels of school disengagement experienced by this student demographic can

lead to behavior concerns and truancy, which can lead to high rates of suspension and expulsion,

which can ultimately lead to failing to graduate from high school (Henry, Knight & Thornberry,

2012; Achilles, McLaughlin & Croninger, 2007; Sacks & Kern, 2007). Based on these findings,

start codes primarily concerning school engagement, and academic success were determined

prior to conducting interviews. Upon completion of the interviews, the researcher first analyzed

the data using these start codes: high school graduation, attributes and barriers to graduation,

classroom environment, and characteristics of an optimal EBD program. Additionally, open

coding was used to catch emerging themes not found in reviewing the literature. Therefore, the

researcher analyzed the data a second time using open coding. Once coded, the data were

organized into thematic and sub-thematic categories. In addition, field notes were used to further

analyze and organize the data.

The validity of this research depends on the participants involved. While sampling, the

researcher sought to find diverse interviewees, both in terms of the individual’s demographics

and in terms of experience. Diversity in interviewee demographics is valued, as it will help to

bring multiple perspectives into the research. Subsequently, diversity in the interviewees’

experiences is also valued, as interviewees with differing amount of years of experience,

differing student demographics and differing school environments will add to the validity of the

research findings.

Strengths and Limitations


As they are present in all research, this study has several strengths and limitations. An

initial strength of this qualitative research project is found in the first-hand professional

experiences and perspectives that the interviewees will be able to provide to the researcher. The

semi-structured nature of the interview gives all interviewees the opportunity to provide their

perspectives on the subject matter without imposing a large amount of structure (Monette,

Sullivan & DeJong, 2010). This allowed the interview to take an unexpected direction if it was

deemed beneficial to the research. Because of this, themes that are not present in the literature

reviewed could emerge from the data and provide the researcher with additional perspective and

insight on the subject matter. Qualitative interviewing methods also allow the researcher to

observe both verbal and nonverbal behavior, which may also add to the quality and richness of

the data.

Additional strengths present in this research project lie in the experience found in the

researcher, as well as the research chair and committee. Both the researcher and the research

committee have experience working with this student demographic. The research committee

consists of two LICSW school social workers that have provided direct services to students with

an EBD label for a combined total of over 36 years. This level of expertise in this research topic

adds to the overall quality of the research project.

Primary limitations of this study lie in the small sample size and the untested interview

questions. As present in many research projects using qualitative interviewing, this study is

limited to a small sample size, due to restricted time and resources. The sample consisted of eight

participants, who were sampled using purposive snowball sampling. Because of the nonrandom

nature of sampling used, the study will not be generalizable to larger audiences and may be


difficult to replicate. Additionally, the interview questions that were used in this study had not

been previously tested. This study served to pilot these questions.

Findings

The purpose of this qualitative research study was to explore the impact of school

engagement on academic success and high school graduation for EBD students. This research

also took into account the subthemes of attributes to academic success, barriers to high school

graduation, the classroom environment experienced by EBD students, characteristics of an

optimal EBD program, and ways to foster both student engagement and academic success for

this student demographic. Eight school social workers were interviewed as participants in this

research. These eight individuals were chosen due to their involvement in working with EBD

students, their families, and school staff in order to foster and facilitate school engagement and

academic success, ultimately leading to the goal of high school graduation. All eight of the

participants currently hold an MSW degree, with over half possessing an LICSW licensure

status. Of the eight participants, five identified as female, with three identifying as male. All

eight identified as Caucasian, and their age varied from 25-55 years old. Their years of

experience in working with EBD students in a school setting varied from one to thirty. All of the

participants were currently working in a middle or high school setting, with the majority working

with EBD students who spend more than 60% of their school day in special education

classrooms. Their identified roles in working with EBD students ranged from providing

individual and group therapy, supporting teachers and staff, providing interventions and crisis

control, linking students and staff to outside community resources, writing behavior plans, and

providing social work and mental health interventions. Of the eight participants, six were

currently located in an urban school district, with two in suburban school districts.


While analyzing the data, start codes were used first to organize the data into themes

supported by the literature. Next, open coding was used to catch any other themes that may

emerge that were not present in the previously reviewed research. All of the themes that emerged

can be divided into three categories: attributes and barriers to academic success and high school

graduation, the classroom environment experienced by EBD students, and characteristics of an

optimal EBD program.

Attributes and Barriers to Academic Success and High School Graduation

The first category that themes in the data fit into is attributes and barriers to academic

success and high school graduation. The majority of participants agreed that EBD students had

lower graduation rates as compared to their peers. Many of the participants did comment that

there are a lot of EBD students who do graduate, but many of them take an extra year or two to

do so. Many of the participants also commented on the likelihood of dropping out around ninth

or tenth grade, due to many challenges or barriers faced by this student demographic. Major

themes that emerged as important attributes or barriers to academic success and high school

graduation include school engagement, the level of family or parental/caregiver involvement, the

level of appropriate treatment for mental health concerns, external community influences and

level of community involvement, the importance of student-teacher relationships, and the

presence of an internal drive.

School engagement. As one of the primary purposes of this research study was to better

understand the effect of school engagement on academic success and high school graduation for

EBD students, each participant was asked, “How important would you rate school engagement

for EBD students’ academic success?” All eight participants rated school engagement as very


important, if not vital to EBD students’ academic success. When asked, one participant

responded:

Obviously it’s hugely important, and we know the statistics, that students stop attending

or just drop out or are not engaged when they are there, and then they are not successful

in learning and earning their credits when they are there, so I think we have a very, we

have a building wide approach and appreciation in terms of promoting school

engagement.

Another participant responded in a way that attributed school engagement to academic success or

leading to high school graduation:

We did a pretty good job engaging kids, and that is a huge part of keeping them in

school, engaging with staff and that connection with the school, that was big for them. So

if we could get that to happen, we were much more likely to get them to graduation.

A third participant linked lack of school engagement to dropping out of high school, ultimately

not leading to academic success or high school graduation:

We are probably seeing a lot of dropping out in 9-10th

grade, early high school where

they are just no longer engaged.

Lastly, another participant linked school engagement with the importance of EBD students

forming and possessing strong relationships with school staff:

I definitely think that school engagement for EBD students is vital. If they have that

connection with school staff, someone that they know cares about them and that they feel

safe with that is going to watch to see if they get there every day. I think just building

those relationships definitely helps with school engagement and would then in turn lead

to better attendance, and then better grades, and then you know better success at

graduation hopefully eventually.

Family involvement. When asked about attributes and barriers to academic success and

high school graduation, family involvement was noted as either an immense attribute or

significant barrier, depending on the presence or amount of family involvement or level of

support available to the student. One participant explained:


I think that parent or caregiver involvement is huge. Caregiver involvement is vital.

Lack of caregiver involvement is a barrier; you know kids that just have unstable home

environments really don’t do well.

Similarly, participants described the potential barrier, lack of parent involvement, due to parental

mental health issues or other related issues involving traumatic or chaotic home life situations:

And then, their family support was not always what it probably needed to be. Our

families struggle, their parents struggle to keep themselves together so it’s hard to give to

their children because they are really themselves trying to keep their lives on track.

Just yesterday there was a mom of a student, I was talking to her and she has

schizophrenia and is struggling with immense problems with her mental health, so we’re

just trying to get her connected with a case manager, she really is struggling. So I need to

help her, because she can’t help her son unless she gets her needs met.

Mental health. Similarly to family involvement, the presence or lack of appropriate

mental health treatment was seen as either an attribute or a barrier for a student’s academic

success and potential to graduate high school. One participant commented on how when she was

in a high school setting, she viewed the low attendance rates of some EBD students as a huge

barrier to their academic success and potential to graduate:

I think there are untreated mental health needs that were playing a part in [low

attendance]. And I think because of that age, they weren’t wanting to seek help and

wanted to be independent and not need anyone else’s help to do anything. I think part of

it is their age, being a teenager, and all that goes into being a teenager, and then you put

in all of the mental health kinds of issues on top of that.

Another participant explained:

I would say mental health, getting the appropriate treatment for mental health issues is

extremely important. Getting the correct treatment for the correct mental health

diagnoses. And a barrier would be the opposite, lack of appropriate mental health

treatment. And you know, parental mental health issues are big.

Community influences. Another theme identified my many of the participants as a

barrier for EBD students’ academic success and high school graduation was either the


involvement in negative activities that led to police involvement or incarceration, or a lack of

involvement in positive activities in the community. One participant commented on this:

A lot of the barriers that I see with EBD students are just the stuff that they are getting

into outside of school. So if they are tending to get into some trouble or if they are more

truant or break the law or something like that, it can definitely be a challenge, and EBD

students may tend to be at a higher risk for that, police involvement. So it tends to affect

their ability to graduate.

In addition to getting involved in negative activities in the community, another participant

commented on how EBD students are usually not involved in many positive community

activities.

“It’s quite rare that I get an EBD student that is really doing much out in the community.

It’s really very sad, because they’re not on sports teams, they’re not in activities, some of

them do have church activities, but they just don’t have the typical experiences that other

more typical kids experience in their teenage years.”

Importance of relationships with school staff.

A subtheme that was found within the theme of the importance of school engagement for

EBD students’ academic success is the importance of building and possessing strong

relationships between EBD students and school staff. In addition to being asked about the

importance of school engagement, participants were also asked, “How, if at all, do student-

teacher relationships affect student success, in terms of academic achievement and school

engagement?” Similarly to the question on school engagement, all eight participants responded

that student-teacher relationships greatly affect an EBD student’s academic success and school

engagement. However, before being asked this question, the majority of the participants had

already expressed the importance of strong, positive relationships between EBD students and

school staff when being asked about the importance of school engagement for EBD students.

The following quotes are responses from both the question on school engagement and the

question concerning student-teacher relationships.


Student-teacher relationships, yep it’s vital. I just don’t think you could have a successful

EBD program if you don’t have that real engaged student-teacher relationship.

I think [student-teacher relationships] are huge. Because if the kids are connected with

the teacher, they are going to buy in more to the classroom engagement or the academic

part of it.

I think especially with the smaller programs the connection and relationship piece is so

big. And to be in the smaller setting like that is huge for them. I would say the smaller

close-knit relationship piece is where the success comes in.

Another participant theorized that the reason that some EBD students don’t do well in a

mainstream general education classroom and need a more restrictive environment in order to be

successful is due to the relationships that are able to be formed in a smaller classroom.

I think that these kids, that’s part of the problem why they didn’t do well in a mainstream

school is they didn’t have a connection. So we have small classes here, we’re really very

lucky we usually don’t go over 7 or 8 students in a class. And a big emphasis in our

program is relationships. So we really work on getting those relationships with kids so

that they feel connected to our school.

Internal drive. Each participant was asked, “What do you attribute to the academic

successes of the EBD students who do graduate?” Three of the eight respondents included

personal resilience or an internal drive or motivation as a major attribute to successfully

graduating high school.

Academic successes, the moderate ones that I’ve seen either have had a horrific middle

school experience and kind of the light bulb moment, and they realize that they have to

do something different to be successful. And either something at home isn’t working,

they see the community, whatever, and then they are like, no not for me, we have to

change this. So it becomes this internal drive.

I think that some of it is the internal drive. This is not the life I want. I want to be in

school. I want to graduate.

Classroom Environment Experienced by EBD Students


The second category of themes that the data fit into concerns the classroom environment

that EBD students are placed into, how they are experiencing that environment, and how the

classroom environment affects their levels of school engagement and academic success.

Views on Least Restrictive Environment. Each participant was asked to share their

opinion on how they think the IDEA notion of least restrictive environment should be

interpreted, implemented and regulated in schools. There was a large amount of disagreement

and varying opinions on this question. About half of the participants agreed with the idea of

keeping a student in the least restrictive environment, a few of the participants did not agree with

this notion, and many of the participants either could not decide which side of the argument they

agreed with, or had mixed opinions that included both the pros and cons of each side of the

argument. The following quotes come from participants who were unsure of how LRE should be

implemented and regulated in schools.

I think it’s really, that’s always a difficult thing. I think when you put together all of the

kids who are struggling, it’s really difficult. Now the other side of that coin however, is

that there are kids who come to school and create significant safety issues and significant

disruption, and I think it’s about trying to balance that.

Well I very much agree that kids should be in the least restrictive environment. On the

other hand, we see kids thrive in a restrictive environment such as ours, because it’s

where they’re at and it’s what they need at the moment.

I’ve seen it go both ways, it worries me and least restrictive is so broad that I don’t know

that you could ever get two people to be totally on the same page.

Another participant was very confident in always implementing and placing a student in the least

restrictive environment possible, with hopes that little to no students would end up with a federal

setting four EBD label.

I agree completely. I think that what the students miss out on when they get to a level 4 is

positive peer interaction, which is absolutely vital in a middle school level. They have to

see kids do things that are functional behaviors, and we see, if you look at any mental


health treatment to aggravate kids with the biggest behavioral problems is worst

treatment, it’s not best practice, and it’s worst treatment, because you’re just exposing

them to more and more negative behaviors. So we end up at times managing that, and

that’s ineffective. I think once they get to a level 4, something like this, it is very difficult

to treat them effectively.

Finally, a third participant voiced his opinion of favoring the more restrictive environment when

a student is on the border between two different federal level setting EBD labels.

Well the way it is implemented and regulated I kind of don’t like. Because what you say is

you always go to least restrictive first, so you try them in a lower least restrictive setting,

or less special education time. And then if they don’t do well, you make the case that they

need more supports and services. So it’s kind of like, instead of starting more restrictive

and letting them earn their way out, you start and then watch them fail and need more.

And I don’t know that either one is the right model.

The classroom experience of EBD students. Each participant was asked, “How would

you describe the classroom environment experienced by EBD students in the school that you

work in? What could school faculty do to enhance the classroom environment for EBD

students?” The responses for this question varied. Some participants touched on physical

components of the classroom, while others touched on qualities of teachers and faculty that

enhance school engagement and academic achievement in EBD students. Two subthemes

emerged in the responses to this question: the importance of a nurturing, flexible environment,

and the importance of having all school faculty on the same page and working as a team in order

to best serve these students. The following quotes are responses to this question that highlighted

the importance of a non-authoritative classroom environment.

I think just hearing them out, when they have problems just being there to listen, and

letting them be able to air what they have an issue with and feeling like the adult is there

in their corner with them. And I think that our program does a nice job of that, we really

try to instead of being authoritative with the kids we try to do a more collaborative

approach with them so that they feel that they have that rapport with us which is very

important.

I think that teachers who are flexible and our assistant director and mental health

practitioner get it. Suspension isn’t always the answer, so being flexible is huge and


understanding that there is something else driving the behavior that the students are

having as it relates to academic engagement and school engagement.

The next set of quotes are responses to this question that highlight the importance of having the

school faculty operating as a team in order to create a school-wide or classroom culture that

fosters success in EBD students.

If there’s a culture around the school that these are all of our kids and we have to figure

out how to do right by them, that it’s everybody’s job. Sometimes teachers just want to be

inside of their classroom and shut the door and manage their own stuff, but the more that

you can create that community where everybody is feeling safe and is open to giving and

receiving feedback then I think that definitely helps the kids.

We have a very supportive environment and a very flexible environment, so that helps the

students. The struggle is how to provide that and provide academic rigor for the students.

But I think that the kids feel supported and that is by the teachers, all of the helping

professionals. I think that we team here pretty well and that the kids feel that.

There is a big staff development piece. We as adults need to step back and try to

understand what a kid might be feeling, why they might be acting out. It makes us more

patient, understanding, compassionate. It doesn’t mean that I won’t come down on your

behavior with a hammer, but I can at least pat it in velvet or something.

I think the teamwork is vital, you’ve got to have a collaborative team. You’ve got to have

people who are committed and like working with EBD students, and you have to have

administration that support and understand EBD students and will support the team and

the staff. That makes for an optimal EBD environment.

Characteristics of an Ideal EBD Program

The third category of themes that the data fit into is characteristics of an ideal EBD

program. Each participant was asked, “If you could create an optimal program for EBD students,

what would it look like?” The most common themes present in the responses to this question

include: small program size, flexible, structured, and including coping skills and mental health

services.


Small program size. Of the eight participants, three included small program size in their

optimal or ideal program for EBD students, but all eight included the importance of having a

small program size within other questions in the interview.

Flexible. Of the eight participants, four included the importance of having a flexible

classroom environment when asked about their ideal or optimal EBD program, but all eight

included the importance of being flexible when working with EBD students or the importance of

having a flexible classroom environment within other questions in the interview. When

describing an ideal EBD program, this participant explained,

And also just flexibility, just really moving away from that regimented that they all need

to march in a line and sit straight up in their desks. There needs to be more flexibility and

helping them to regulate and understand the effects of, you know most of the kids have

experienced really traumatic events, and to understand how that has affected their

development and using strategies to help with that.

Structured. Of the eight participants, three included the importance of having a

structured EBD program when asked about their ideal or optimal program, but five participants

included the importance of having structure and consistency within an EBD program within

other questions in the interview. In the following quote, one participant explained the

importance.

My students need structure and boundaries. This is the line, here are the consequences if

you cross the line. That is the ideal classroom environment when the expectations are

laid out, clear and consistent, and follow through.

Including coping skills and mental health services. Lastly, almost all of the

participants included the importance of an ideal or optimal EBD program containing coping

skills, life skills, and mental health services in addition to academics. One participant stated:

Teachers and the mental health staff being mindful of the mental health driving the

behavior. My ideal program would have great teachers that take the mental health needs

seriously and incorporate them into their day. Because if you’re constantly anxious,

you’re not going to get any of your work done. So I think just having staff that are

mindful of that.


Discussion

This study focused on the relationship between school engagement levels and the

academic success of students with an EBD educational label. Students with an EBD educational

label face the highest rates of school disengagement and high school drop out when compared to

their peers, with less than 50% of these students graduating from high school in the United States

(Braaten, 2013). Because of this, there is a large body of current research facing the topic of

how to best foster school engagement and academic success in this student demographic. Current

research blames a key philosophy of many EBD programs, separating and potentially alienating

EBD students from their peers, for these low rates in school engagement and academic success

(Hadjstylianos, 2014; Achilles, McLaughlin & Croninger, 2007). Conversely, research on this

topic also offers evidence-based suggestions for increasing the likelihood of higher levels of

school engagement and high school graduation in this student demographic. Many of these

evidence-based suggestions revolve around the importance of positive relationships with school

staff, adequate school-based mental health services, and providing a positive classroom

environment and experience for EBD students (Owens & Dieker, 2003; Braaten, 2013;

Goodman, 2010; Talbott & Fleming, 2003; Farmer et al, 2010).

The conceptual framework used for this study was Martin and Furr’s (2010) model for

promoting school and classroom engagement. This model operates from the belief that school

engagement is vital for academic success. Martin and Furr (2010) state that a healthy classroom

environment for fostering an optimal level of school and classroom engagement is supportive,

positive and flexible, and offers an ideal balance between curriculum rigor and academic

forgiveness.

Attributes and Barriers to High School Graduation in EBD Students


School social workers participating in this study echoed the broader, existing research in

terms of high school graduation rates of their EBD students compared to the rest of the students

in the schools that they worked in, stating that they saw lower graduation rates in this student

demographic and higher rates of high school dropout, or commenting that it took these students

longer to reach graduation when compared to their peers. When speaking on the topic of student

success stories or attributes to high school graduation, many of the participants spoke to the

topics of personal resilience, family involvement, adequate mental health services, positive

relationships with school staff, and high levels of school engagement. The participants validated

the importance of school engagement and its effect on academic success. One school social

worker in this study attributed the success of their school’s EBD program to its emphasis on

promoting school engagement. Similarly, many other school social workers spoke on the

importance of school staff building positive relationships with EBD students in order to promote

school engagement and achieve higher academic success rates in these students. The importance

of EBD students possessing positive relationships with school staff was highlighted as a primary

evidence-based strategy to promote school engagement and academic success in these students in

previous research. In a study rating the effectiveness of EBD programs in schools, Wagner and

Davis (2006) found that the schools that were rated as most effective in terms of academic

success had the highest percentage of students who felt that they had at least one positive

relationship with a school staff member. Positive relationships with school staff are especially

important for EBD students, as they tend to struggle socially, and often lack the social skills to

build and maintain healthy relationships.

Research on the EBD student demographic shows a high comorbidity rate between an

EBD educational label and mental health concerns. Students with externalizing mental health


symptoms, such as aggression and conduct disorders, or internalizing mental health symptoms,

such as depression and withdrawal, are more likely to be educationally labeled as EBD (Talbott

& Fleming, 2003). Because of this, it is imperative that EBD students in schools are receiving

adequate mental health services in order to succeed both socially and academically. Many of the

school social workers interviewed agreed with the literature on the topic of the importance of

mental health services for these students. One of the participants stated that it is unrealistic to

expect a student suffering from mental health symptoms, such as anxiety or depression, to be

able to focus on academics if their mental health is struggling. Therefore, in order for these

students to succeed in school, adequate mental health services are vital. Another participant

echoed this concern, adding that she has a caseload of over seventy students, and it is

overwhelming and unrealistic for her to be able to provide adequate mental health services for all

of these students. Similarly, while interviewing helping professionals, Hadjstylianos (2014)

identified a lack of mental health services as a barrier for EBD student success.

In addition to the presence of mental health symptoms in EBD students, both previous

research and school social workers in this study touch on the effect of family mental health needs

and family involvement on these students’ school success. Many of the participants in this study

touched on the importance of family support on a student’s school success. A few of the

participants spoke about the difficulty of engaging families in school involvement due to mental

health concerns. Parental mental health concerns and lack of family involvement were

established as barriers to a student’s school success. However, only the participants from urban

school districts discussed family mental health concerns, as compared to the participants from

suburban school districts who did not express this as a major barrier to their students’ success.

This theme was also echoed in previous research, as Talbott and Fleming (2003) discussed the


tendency for urban school districts to be faced with more severe and complex mental health

needs and the tendency for these districts to have access to a smaller amount of resources to

assist their students and families.

A final theme found in attributes and barriers to academic success is the importance of

positive social contexts for EBD students, in the forms of family, peers, community and school.

Previous research on this topic area has highlighted the importance of using multiple positive

social contexts in order to promote both school engagement and academic success in these

students (Talbott & Fleming, 2003; Epstein & Van Voorhis, 2010; Hadjstylianos, 2014). This

existing body of research hypothesizes that if you surround these emotionally and behaviorally

vulnerable students with positive peer, community, family and school influences, these students

will have a higher likelihood of succeeding both socially and academically. This theme was

mirrored in the findings of this study, as every school social worker interviewed expressed the

importance of all of these forms of positive social contexts. Additionally, many of the

participants attributed their students’ successes to the use of positive peer influences, by placing

EBD students in study groups with peers who could serve as role models, positive family

influences, by attempting to engage these students’ families in their schoolwork, and positive

school influences, with school-based philosophies surrounding school engagement and

belonging. One area of positive social contexts that was lacking for many of the urban school

districts is community. Many of the school social workers interviewed expressed their concerns

around the community influences present for many EBD students. One participant explained that

she simply cannot control her students’ “street lives,” and that is where she found most of her

students running into trouble that jeopardized their academic success. Another participant

expressed her concerns on the need for more positive community activities and resources for her


students. She explained that none of her students are involved in any extracurricular activities,

and that she felt that they would benefit both socially and academically if they were involved in

such activities.

The Classroom Environment Experienced by EBD Students

Martin and Furr’s (2010) model of promoting classroom engagement focuses primarily

on creating and monitoring the classroom environment so that it is in the optimal position to fit

the individualized needs of the students. This healthy environment for optimal engagement

should be supportive and have a positive culture that makes students feel safe and confident

enough to take academic risks (Martin & Furr, 2010). The opinions of the school social workers

in this study mirrored this philosophy of creating a classroom environment optimal for school

engagement. Having a positive and supportive classroom environment was identified as being

especially important for EBD students, as many of the participants attributed having a negative

classroom experience to school disengagement or academic struggle or failure. One school social

worker interviewed stated that she believed the reason that students end up in a restrictive,

federal four setting classroom environment is because general education classrooms did not

provide the classroom culture that is needed for many EBD students. As students educationally

labeled as EBD tend to lack coping strategies to deal with emotions resulting in maladaptive

behaviors, it is especially important to create a safe, positive and supportive classroom

environment in order to promote school engagement for these students.

Another theme in the findings around the topic of classroom environment was the

importance of having all of the staff in a school on the same page and working together as a team

while promoting both school engagement and academic success of their EBD students. One

school social worker interviewed attributed the successes of her school’s EBD program to the


staff unity, and to the universal support that she experienced with the principal, teachers, and

administrative staff. Conversely, another school social worker interviewed discussed the

difficulties that she experienced with her students when the staff were not working together. She

stated that when she did not feel supported by other school staff, that the students could sense it

and would therefore either act out behaviorally or struggle academically when there was a break

in staff unity.

Previous research spoke to the widespread disagreement present on the topic of whether

it is best for EBD students to be mainstreamed into a general education classroom, or to be

placed in a more restrictive special education classroom that may be able to better accommodate

their individualized needs (Anderson, Kutash & Duchnowski, 2001). As an EBD educational

label can be considered as a mild to moderate disability, it is difficult to interpret the national

legislative term, Least Restrictive Environment, as it is hard to know what level of restriction is

optimal for each student’s academic success. As there was disagreement on how to interpret and

implement this in the research, this disagreement was also present in this study’s findings.

Amongst the eight school social workers interviewed, their views on where to place students

varied significantly. One school social worker interviewed expressed her support for favoring a

more restrictive environment for certain students, as she believes it is what will best foster their

academic success. Another school social worker interviewed expressed his support for favoring a

lesser restrictive environment, as he believes surrounding these students with positive peer role

models is especially important.

Characteristics of an Optimal EBD Program

The last category discussed in the findings of this study is on the topic of characteristics

of an optimal EBD program. When the school social workers were asked about this topic, their


responses were strongly consistent with the literature on this topic. According to both previous

research and this study an optimal EBD program is flexible, structured, has a small classroom

size, and includes coping skills and mental health services in the daily curriculum. The optimal

EBD classroom is flexible but structured. Many of the participants in this research stated that

their EBD students needed structure, they needed to have a consistent schedule and be informed

as soon as possible of any anticipated changes in order to remain emotionally regulated.

However, these same participants discussed the importance of being flexible to the individual

needs of the students, and to be flexible and understanding when they are not emotionally

regulated in order to allow them to better regulate themselves in order to be able to focus on

academics. Research on this topic and Martin and Furr’s (2010) model for promoting classroom

engagement also speaks on the importance of being supportive and caring, rather than punitive

and authoritarian (Achilles, McLaughlin & Croninger, 2007; Sacks & Kern, 2007; Talbott &

Fleming, 2003; Owens & Dieker, 2003). The optimal EBD classroom also includes coping

strategies and mental health services in the daily curriculum. Both the school social workers

interviewed in this study and previous research on the topic expresses the import role that mental

health services play in the academic success of EBD students. The participants in this study

explained that since mental health is such a huge barrier to school engagement and academic

success in these students, it is imperative that they are receiving mental health services in the

classroom in order to maintain their focus on academics during the school day.

Implications for Social Work

This research explored school social worker perspectives on how to foster school

engagement and academic success in EBD students. The findings of this study can be used on a

micro level when working directly with these students. These findings can also be used on a


mezzo or macro level when working systems that affect and impact these students’ school

engagement and academic outcomes.

School social workers have been named as social change agents for EBD students, due to

their extensive education, knowledge and training, and to the amount of time and experience that

they have working directly with this student population. School social workers fulfill many daily

roles in working with these students ranging from a micro level, working with these students on

a one-on-one basis, to a mezzo level, engaging their families, peers and community resources to

better prepare these students for social and academic success, to a macro level, advocating for

this vulnerable population in the forms of future research and policy. Therefore, these findings

can be used to better inform both school social workers and school based staff in better serving

these students when working with them directly. These findings can also be used to inform and

advocate for this vulnerable student population on a larger level. As less than half of the students

currently educationally labeled as EBD are graduating from high school, it is imperative that the

public be informed and educated on ways to facilitate and foster academic success with this

challenging and vulnerable student population.

Strengths and Limitations

A strength of this study comes from the diverse population of school social workers who

provided data for this research. The school social workers interviewed in this research study

were a diverse population in terms of age, gender, number of years of experience working with

EBD students, and school environment. The participants were almost equally balanced between

male and female, with the age of participants ranging between twenty five and fifty five. The

amount of experience with this student population ranged from just over one year to over thirty

years. The school environments of the participant included urban school districts, suburban


school districts, a residential treatment center that provided schooling, and schools that provided

education to solely federal level four EBD students.

A limitation of this study is the limited amount of generalizability of the findings. The

findings were provided by a limited number of participants (n=8). With this small number of

individuals speaking on this topic area, it cannot be assumed that their opinions are generalizable

to a larger population. Similarly, all of the participants were school social workers, making the

findings limited to just one profession, and not including other forms of school staff such as

teachers or administrative staff. Finally, all of the participants are from the greater Twin Cities

area, including only St. Paul, Minneapolis and some suburbs of those cities. Thus, the findings of

this study are not necessarily generalizable to a greater population educational programs in the

United States.

Suggestions for future research

The intent of this research was to continue to explore the links between the current

structure and philosophies of EBD programs, school engagement levels of EBD students, and

high school graduation rates of this student demographic. Future research on this topic area is

needed to further expand and explore the relationship between these variables in order to better

serve this student population. As this study focused solely on the metropolitan areas of St. Paul,

Minneapolis and their suburbs, future research could focus on the generalizability of the findings

of this and other study’s findings to other geographic regions in the United States.

Another area to which the findings of this study can be explored and expanded concerns

the reported struggles of urban school districts to meet the increased needs of their students with

a smaller number of resources available to them to do so. The participants in this study from


urban school districts expressed the need for additional funding to address the challenging

emotional, behavioral and mental health needs of their EBD student population.

Conclusion

With less than half of students educationally labeled as EBD graduating from high school

in the United States, there is an imperative need to explore potential causes and solutions to this

immense gap in achievement between student demographics. Previous research has indicated the

tendency for many EBD students to be taught in a restrictive, punitive classroom environment,

and the association between this type of classroom environment to school disengagement, lower

attendance rates, lower academic achievement, and higher rates of school drop out. Thus, it is

important to educate school staff and the greater community on evidence-based strategies needed

to foster both school engagement and academic success in these students. The findings of this

study attributed school engagement, positive relationships with school staff, positive social

contexts, adequate mental health services, a supportive and nurturing classroom environment,

and school staff unity to the social and academic successes of EBD students, ultimately leading

to high school graduation. The researcher of this study encourages readers to explore, expand

and educate others on the current gaps in levels of school engagement and academic success

between EBD students and their peers, and to encourage the use of these initial findings,

supported by a larger literature, when directly working with these students and while advocating

for the EBD student demographic.


References

Achilles, G., McLaughlin, M., & Croninger, R. (2007). Sociocultural correlates of

disciplinary exclusion among students with emotional, behavioral, and learning

disabilities in the seals national dataset. Journal of Emotional and Behavioral

Disorders, 15(1), 33-45.

Adelman, H. S. & Taylor, L. (2000). Shaping the future of mental health in schools.

Psychology in the Schools, 37(1), p. 49-60.

Agresta, J. (2004). Professional role perceptions of school social workers, psychologists, and

counselors. Children & Schools, 26(3), p. 151-163.

Anderson, J. A., Kutash, K. & Duchnowski, A. J. (2001). A comparison of the academic

progress of students with EBD and students with LD. Journal of Emotional and

Behavioral Disorders, June 2001.

Braaten, J. (2013). Linking EBD student achievement to attachment: Exploring the role of

relationship in encouraging school success. MSW Clinical Research Papers. Paper 156.

Bullock, L. M. & Gable, R. A. (2006). Programs for children and adolescents with

emotional and behavioral disorders in the United States: A historical overview, current

perspectives, and future directions. Preventing School Failure, 50(2), p. 7- 13.

Epstein, J. L. & Van Voorhis, F. L. (2010). School counselors’ roles in developing

partnerships with families and communities for student success. Professional School

Counseling, 14(1).

Farmer, T. W., Hamm, J. V., Petrin, R. A., Robertson, D., Murray, R. A., Meece, J. L &

Brooks, D. S. (2010). Supporting early adolescent learning and social strengths:


Promoting productive contexts for students at-risk for EBD during transition to middle

school. Exceptionality, 18(2), p. 94-106.

Goodman, R. L. (2010). The inclusion of students with BESD in mainstream schools:

Teachers’ experiences and recommendations for creating a successful inclusive

environment. Emotional and Behavioural Difficulties, 15(3), p. 223.

Hadjstylianos, E. (2014). Exploration of effective strategies for children with emotional

disorders as identified by helping professionals in schools. North American

Journal of Psychology, 16(1), p. 129-136.

Henry, K. L., Knight, K. E. & Thornberry, T. P. (2011). School disengagement as a

predictor of dropout, delinquency and problem substance use during adolescence and

early adulthood. Journal of Youth and Adolescence, 41, p. 156-166.

Kern, L., Hilt-Panahon, A. & Sokol, N. G. (2009). Further examining the triangle tip:

Improving support for students with emotional and behavioral needs. Psychology in the

Schools, 46(1), p. 18-32.

Kutash, K. & Duchnowski, A. J. (2004). The mental health needs of youth with emotional and

behavioral disabilities placed in special education programs in urban schools. Journal of

Child and Family Studies, 13(2), p. 235-248.

Martin, M. B. & Furr, M. (2010) Promoting classroom engagement. Principal Leadership, 10(7),

p. 18-21.

MN Department of Education. (2014). Emotional or Behavioral Disorders. Retrieved from:

education.state.mn.us

Monette, D.R., Sullivan, T. J. & DeJong, C.R. (2010). Applied social research: Tool for the

human services (8th Ed.). Belmont, CA: Brooks/Cole (ISBN 0-15-505823-1).


National Center for Children in Poverty. Retrieved from:

http://www.nccp.org/profiles/state_profile.php?state=MN&id=7

http://www.nccp.org/profiles/state_profile.php?state=MN&id=6

http://www.nccp.org/tools/risk/

Owens, L. & Dieker, L. A. (2003). How to spell success for secondary students labeled EBD:

How students define effective teachers. Beyond Behavior, Winter 2003, p. 19-23.

Sacks, G. & Kern, L. (2007) A comparison of QOL variables for students with emotional or

behavioral disorders and students without disabilities. Journal of Behavioral Education,

17(1), p. 111-127.

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health problems of urban adolescents. Journal of Special Education, 37(2), p. 111-123.


Appendix A

CONSENT FORM

UNIVERSITY OF ST. THOMAS

School engagement and academic success of students with an EBD educational

label: Perspectives among school social workers

I am conducting a study on how helping professionals in schools can facilitate school success in the

classroom for students with an EBD classification. I invite you to participate in this research. You were

selected as a possible participant because of your professional training and experience as a helping

professional in a school working with students with an EBD classification. Please read this form and ask

any questions you may have before agreeing to be in the study.

This study is being conducted by: Kristin Weeker, a graduate student at the School of Social Work, St.

Catherine University/University of St. Thomas, and is supervised by Dr. David Roseborough, Ph. D.,

LICSW.

Background Information:

The purpose of this study is to explore the perspectives of helping professionals in schools on the topic

of how to best facilitate school success for students with an EBD classification, both in terms of leading

to high school graduation and providing a sense of school engagement and belonging. This research will

also take into account classroom environment, student successes and challenges, and opinions on what

a more ideal or effective EBD system might look like.

Procedures:

If you agree to be in this study, I will ask you to do the following things:

1. Complete a 45-60 minute interview about your training and experience working with students with an

EBD classification, in terms of their school success.

2. The interview will be audio taped and will be transcribed and coded by the sole researcher.

3. The findings of this project will be published in my clinical research paper and will be disseminated

during an oral presentation in May 2015. Your name and organization will not be shared in the paper or

presentation.

4. The findings of this project will be published in my clinical research paper. Quotes may be used but

will not be linked to you, and your name will not be used.

5. The findings of this project may be used in the future for further academic writing or presentations.

Your name and organization will not be shared in any future works.

Risks and Benefits of Being in the Study:

This study has no known risks. This study has no direct benefits.

Confidentiality:


The records of this study will be kept confidential. In any sort of report I publish, I will not include

information that will make it possible to identify you in any way. The types of records I will create

include audiotapes, transcripts, field notes, and this signed consent form. All records will be kept in a

locked file at my home and destroyed within six months after the completion of this research project. I

am asking for you to give your individual impressions on this subject matter, not to speak on behalf of

the district or school that you are employed by. I will be the only person with access to these

confidential records, with the exception of my research chair, Dr. David Roseborough, Ph. D., LICSW, to

be shared only in the case of academic consultation.

Voluntary Nature of the Study:

Your participation in this study is entirely voluntary. Your decision whether or not to participate will not

affect your current or future relations with the University of St. Thomas, St. Catherine University, or the

School of Social Work. If you decide to participate, you are free to withdraw at any time without

penalty. Should you decide to withdraw data collected about you will not be used. You are also free to

skip any questions I may ask, at any time in the interview.

Contacts and Questions

My name is Kristin Weeker. You may ask any questions you have now. If you have questions later, you

may contact me at [email protected]. You may also contact my research chair and instructor,

David Roseborough, Ph. D., LICSW at (651) 962-5804. You may also contact the University of St. Thomas

Institutional Review Board at 651-962-5341 with any questions or concerns.

You will be given a copy of this form to keep for your records.

Statement of Consent:

I have read the above information. My questions have been answered to my satisfaction. I consent to

participate in the study. I am at least 18 years of age. I consent to the audio recording of this interview.

______________________________ ________________

Signature of Study Participant Date

______________________________________

Print Name of Study Participant

______________________________ ________________


Appendix B

Interview Questions

Personal Demographics:

What gender do you identify with?

What race do you identify with?

Please select an age group: below 25, 25-35, 35-45, over 45

Educational level:

Professional demographics:

How many years have you worked with EBD students?

What sort of services (if any) do you provide to these students, and how often?

What are the ages of the students you have worked with?

What have the school environments that you have worked in looked like in terms of

location (rural, suburban, urban) and types of students served (student demographics)?

1. In your experience, how have you seen high school graduation rates of EBD students compare

to their peers? What would you attribute to the academic successes of those who graduate?

2. What challenges do EBD students face as barriers to high school graduation?

3. How are mental health needs of students, generally, and then EBD students, more specifically

addressed in schools?

4. How important is school engagement for these students’ academic success? How have you

seen school engagement be promoted by school faculty (teachers, administration, helping

professionals)?


5. How would you describe the classroom environment experience of the EBD students that you

work with? What could school faculty (teachers, administrators, helping professionals) do to

enhance the classroom environment [for EBD students]?

6. How important are positive social contexts for EBD students ? Which social contexts do you

deem most beneficial for EBD students? (school, community, family, peers)

7. How, if at all, do student-teacher relationships affect student success, in terms of academic

achievement and school engagement?

8. How does the current EBD system operate in the school that you are currently located, and has

it changed since you have been there? (assessment, placement in special education classes).

9. The Individuals with Disabilities Education Act (IDEA) states that students with disabilities

should be educated in the least restrictive environment. What do you see as the most optimal

level of restriction for EBD students? Does it vary? How should this be implemented and

regulated in schools?

10. On average, how early are students educationally classified as EBD in their academic career?

How do you view the impacts of an early trajectory on these students? Is there an alternative

early intervention that you view as being beneficial?

11. Is there anything that I haven’t thought of that you would like to add?

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